TERM/WEEKS: T3, WK1-2 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Mathematics, Probability

NAME: Riley Graydon STUDENT NUMBER: 20172984

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM MATHEMATICS

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN Proficiencies SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
N&A M&G S&P
Wk1, Conduct chance Understa As a result of this Formative Introduction; Chance scenarios Mini
lesson 1 experiments nding lesson, students will assessment 1. On mini whiteboards, the teacher whiteboards,
with both small be able to: of gives the students a variety of whiteboard
BIG IDEA: and large 1. Evaluate observation scenarios. The students respond markers (25)
Notion of numbers of chance s in with ‘Impossible, Possible or Certain’ Chance
chance, trials using scenarios as Objective 1. Body; Class discussion What is chance? scenarios
randomn appropriate either Body; Interactive activity Where have you
ess, digital ‘Impossible, Formative 1. Teacher introduces students to the experienced
variation technologies (A possible or assessment terms ‘Randomness’ and ‘Variation’ chance before?
CMSP145) certain’. of exit slips 2. Teacher provides each student with What are some
2. Write their in Objective a packet of skittles and a worksheet events that are
own 2. (Attached) completely
definitions for Conclusion; Exit slip random?
the terms; 1. Write in their own words what the What is a
Chance, terms; chance, randomness and situation where Skittles
Randomness variation mean (Understanding) you and another worksheets (25)
and Variation. person did the Skittles packets
Enabling; Breakdown information and same thing but (25)
scaffold where needed. got a variation
Extending; Students can graph their skittles in results? Exit slips (25)
data using IPad apps.
WEEK/ AUSTRALIAN Proficiencies SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
N&A M&G S&P
Wk1, Conduct chance Reasonin As a result of this Formative Introduction; Value lines Impossible and
lesson 2 experiments g, lesson, students will assessment 1. Teacher reads out a variety of possible cards
Ask students to
with both small Understa be able to: of chance scenarios. Students arrange
justify their
BIG IDEA: and large nding 1. Justify their observation themselves along the line with
placements;
Notion of numbers of reasons as to s in impossible and possible on either
Why do you
chance, trials using why dice are Objective 1. end.
think it’s
randomn appropriate ‘equally likely Body; Probability
impossible…
ess, digital events’ Formative 1. Teacher projects Brainpop Brainpop video
(Reasoning)
variation technologies (A 2. Record the assessment probability video loaded
CMSP145) frequency for of work 2. Small group discussions
a dice roll samples in 3. Students pair-up and are given two
Objective 2. dice between them. They record What is the 25 dice
which numbers their dice lands on chance that
and how often in a table. you’d roll a 3 on Maths
- Teacher draws table on the a 6-sided dice? workbooks
board including which number Why?
they predict will have the (Understanding)
highest chance of landing on.
Conclusion; Discussion
1. Discuss results from tables

Enabling; Refer to the video and the

randomness of chance with dice.
Extending; Students convert the results
from their partner activity to fractions and Which number
percentages. was landed on
the most? Is
there a pattern
with everyone’s
 results?

WEEK/ AUSTRALIAN Proficiencies SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
N&A M&G S&P
Wk1, Conduct chance Fluency, As a result of this Formative Introduction; Coin toss game Coin
lesson 3 experiments Understa lesson, students will assessment of - Students place hands on ‘tail’ or
with both small nding, be able to: work samples ‘heads’ and teacher flips a coin.
BIG IDEA: and large 1. Record the in Objective 1. Body; Small group experiments
Notion of numbers of frequency of 1. In small groups students are given a
chance, trials using extracting a bag of 30 marbles. What is the 5 bags of 30
randomn appropriate marble from - Students go around the circle each chance of marbles
ess, digital a group picking out a marble and recording picking a 25x marble
variation technologies (A 2. Convert data the frequency in their maths red worksheets
CMSP145) to fractions booklets (Fluency). marble...
and Body; Whole class conversions etc.
percentages 1. Teacher demonstrates how to use this
data from the marble activity to
convert the results to fractions and
percentages.
2. Students work individually to convert
the results from their marble activity to
fractions and percentages.
(Understanding)
Conclusion; Students write on a sticky note
either what they’ve learnt or what they are
still confused about and place them on the
whiteboard.

Enabling; Breakdown information and scaffold

where needed.
Extending; Students create a probability tree
 using the marble data. (Example attached)

WEEK/ AUSTRALIAN Proficiencies SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
N&A M&G S&P
Wk2, Compare Fluency, As a result of this lesson, Formative Introduction; Coin toss game Two coins
lesson 4 observed frequ Understa students will be able to: assessment - Students place hands on ‘tail’
encies across nding, 1. Record their data of work or ‘heads’ and teacher flips a
BIG IDEA: experiments Problem from an samples in coin.
Long run with solving experiment with Objective 1. - Teacher can make game more
frequenc expected freque a partner challenging by adding an extra
y ncies (ACMSP14 coin. If you tossed 2
6) Body; Discussions/Teaching – what did coins
you notice when playing that game? simultaneously Whiteboard
Teacher uses information from previous 1000 times
lessons to review content. how many of
Body; Long run frequency each of the 25x coins
1. In pairs, students toss the coins 30 possible 25x
times each and record data in a outcomes worksheets
table in maths books (teacher would you
draws layout on board). (Fluency) expect?
Conclusion (Understandin
1. Students gather on the mat to do a g)
review of the lesson’s content and
to answer any questions. HH—250
• TT—250
Extending; Students convert the results • A head and a
from their partner activity to fractions and tail – 500
percentages. (Problem solving)
(Project maths)
Enabling; Refer to the class game at the
start of the lesson and the randomness of
chance with dice.
WEEK/ AUSTRALIAN CURRICULUM Proficiencies SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)

Wk2, Compare Unders As a result of this lesson, Formative Introduction; Sundae Scoop literature Sundae Scoop
lesson 5 observed frequen tanding students will be able to: assessment reading by Stuart J
cies across 1. Display individual of work Body; Long-run frequency Murphy
BIG IDEA: experiments with and whole-class samples in 1. The students finish off any of
Long run expected frequen data using Objective 1. their work/trials from the
frequenc cies (ACMSP146) frequency tables previous lesson.
y and pie charts. 2. Enter results from the whole Can you see
Make class on the board. Teacher that
connections compares results between as the number
between equivale groups and makes inferences. of trials
nt fractions, 3. In their partners, using butchers increases the Butchers paper,
decimals and paper and Textas, students; relative textas
percentages (AC - draw two frequency tables frequency
MNA131) with their results and the approaches the
whole classes’. probability?
- Draw a pie chart for the
frequency of their results (Project maths)
and the whole classes’.
(Understanding)
Conclusion; Exit slips (attached)

Extending; Students can graph their 25x exit slips

data using IPad apps
Enabling; Work one-on-one to
breakdown the information and
scaffold where needed.
WEEK/ AUSTRALIAN CURRICULUM Proficiencies SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N&A M&G S&P (include learner diversity)

Wk2, Compare Accumul As a result of this Summative Introduction; Dice bingo game with Dice
lesson 6 observed frequen ation of; lesson, students will be assessment class 25x Dice bingo
cies across Reasonin able to: on work Body; Poster making sheets
BIG IDEA: experiments with g, 1. Create a poster samples in 1. Students are to make a poster
Notion of expected frequen problem using the objective 1. including the following criteria:
chance, cies (ACMSP146) solving, criteria the - Define chance, variation, How do you Whiteboard
randomn fluency, teacher has independent events conduct this Markers
ess, Make understa provided them. - An impossible, possible and experiment? Poster card
variation, connections nding certain scenario What are the
Long run between equivale througho - Explain either coin toss, dice possible
frequenc nt fractions, ut. roll or marble pick outcomes of
y decimals and experiments this
percentages (AC - Represent in a probability experiment?
MNA131) tree
2. Draw a frequency table of own
results and write the fractions
and percentages
- Draw a pie graph of results
Conclusion; Students walk around and
have a look at each other’s posters.

Extending; Have students create own

chance experiments
Enabling; Scaffold students to rely on
their work from their previous lessons.
Lesson 5 Exit slip (Project maths)

 » Write down 3 things you learned about probability today.

 » Write down anything you found difficult.

 » Write down any questions you may have.

Project Maths
https://www.teacherspayteachers.com/Product/Skittles-Probability-Activity-575157?st=8e383c36558d4ab188780fcdbe340566
References

k10outline - Mathematics v8.1. K10outline.scsa.wa.edu.au. (2020). Retrieved 15 April 2020, from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8#year-6-syllabus.
Project Maths Development Team 2009. (2009). Teaching and Learning Plans [Ebook] (1st ed.). Retrieved 15 April 2020, from
https://www.projectmaths.ie/documents/T&L/OutcomesOfCoinTosses.pdf?strand.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years (2nd ed.).
VIC: Oxford University Press.

Week 3/4 workshop resources